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A Journey Through Anglo-American Literature: (Learner's Material For English)
A Journey Through Anglo-American Literature: (Learner's Material For English)
A Journey through
Anglo-American Literature
(Learners Material for English)
Department of Education
Republic of the Philippines
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do
not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dr. Dina S. Ocampo
Development Team of the Learners Material
Consultants: Prof. Marla Papango, Dr. Edison Fermin
Authors: Liza Almonte, Adelle Chua Soliaban, Lerma Flandez, Nedia Lagustan, Henone
de Paz-Langutan, Dreamrose Malayo, Liberty Mangaluz, Elenita R. Miranda,
Lito Palomar, and Grace Annette Barradas-Soriano
Reviewers: Prof. Ruth Alido, Elizabeth Meneses, Rebecca Sagot, Maricar Caberos
Language Editor: Dr. Ma. Antoinette C. Montealegre
Dr. Carla M. Pacis
Production Team: Dir. Joyce DR. Andaya, Dr. Jose D. Tuguinayo Jr., Dr. Melinda P. Rivera, Mr. Ricardo
Ador G. Dionisio, Mr. Peter Tentoco, III
Content Reviewer: Dr. Elena C. Cutiongco
Illustrators:
Layout Artists:
Telefax:
E-mail Address:
imcsetd@yahoo.com
ii
Table of Contents
Module
iii
iv
Task 2 51
Task 3 (Lend Me an Ear) 51
Task 4 (In a Capsule) 51
YOUR TEXT
The Day of Destiny (from Morte D Arthur - Sir Thomas Malory)
Task 5 (Whats in a Word?)52
Task 6 (A Hero in You)52
Task 7 (The Mirage) 60
Task 8 (Mull Over in Groups) 60
Task 9 (Group Activity) 61
Task 10 (Plotting Them All) 61
Task 11 (Weigh Up!) 61
Task 12 (Bite the Dash)62
Task 13 (Write a Dash)62
Task 14 (Type the Hype)62
Task 15 (Lets Hype!)63
YOUR DISCOVERY TASKS
Task 16 (Me-Metaphors)63
YOUR FINAL TASKS
Task 17 (Sharing Other Peoples Perspectives)65
Task 18 (Viva Voce!)66
YOUR TREASURE67
YOUR TEXT
Mother to Son (Langston Hughes)
Task 6 (Why Not?)72
Task 7 (Be the Best You Can Be)72
Task 8 (Meaningful Life)73
Task 9 (Small Group Differentiated Work)73
Task 10 (On Using Contractions)78
YOUR DISCOVERY TASKS
Task 11 (An Advice)79
Task 12 (Advice Collage)79
Task 13 (Nominee) 80
Task 14 (Musically Yours) 80
YOUR FINAL TASKS
Task 15 (Magic 8) 80
Task 16 (The Best Info-Ad Campaign)81
YOUR TREASURE 83
Task 17 (How Are You Doing?) 84
viii
Introduction
Welcome to trails in Grade 9 English. This learners material is specially designed to provide you
roads to cooperative, collaborative, and independent learning of the target themes, concepts, and
competencies that follow the development of your 21st century real-life based skills. This is basically
anchored on the general principles, goals, and objectives of the K-12 Basic Education Program for
junior high school that centers on the development of every student, like you, to be a functionally
literate individual.
This learners material provides variety of texts, particularly Anglo-American literary pieces that
are both relevant and meaningful to your life. This offers opportunities for you to engage yourself
in varied, interesting, challenging, and meaningful tasks that tie together, further develop, and improve your listening, viewing, reading, speaking, writing, vocabulary, literary, and grammar skills. This
integration of literature and language skills will help you demonstrate your understanding of how
you can enrich and enhance your life through valuing the self, other peoples lives, and the world.
There are four modules that comprise this learning material. Each module builds
around a particular text for you to explore meaningfully through engaging yourself in a
variety of integrated, challenging, interesting tasks or activities.
Module 1. Enhancing the Self
Module 2. Valuing Other People and Their Circumstances
Module 3. Connecting to the World
Module 4. Unchanging Values in a Changing World
There are nine lessons for each module, wherein each lesson is comprised of seven parts:
1. Your Journey provides an overview of what you should understand in the lesson.
This includes the clear directions and purpose of the lesson at hand.
2. Your Objectives state the expectations in line with what you should know, understand, and
be able to do, produce, and perform as evidence or transfer of learning.
3. Your Initial Tasks diagnose and activate your prior knowledge; and prepare you
for higher level tasks.
4. Your Text presents the main reading or literary text and the activities/tasks that will lead
you to acquire knowledge, make sense, and construct meaning out of the information and
experiences contained therein.
5. Your Discovery Tasks call for activities that expand, enrich, enhance, and broaden your
understanding of the target concepts and skills.
6. Your Final Task presents the real-life based product or performance task as final
output for the lesson that serves as evidence of understanding or transfer of learning of the target concepts and skills. This is an enabling task for the main real-life
based product or performance task covering the entire module.
ix
Lesson 1
YOUR OBJECTIVES
Charting the course of your journey in this lesson, you are expected to:
Put the letters together to come up with the answer to this riddle. What is it
in life that I have to perform?
I prefer
or enjoy
doing
I like best
Puts me in
a happy
mood
Talents/
Things I
can do
well
Reasons
Partially Effective
Effective
How I felt
about it
Am playing now
How I feel
about it
Hope/wish
to play in
the future
Reasons
Look back at the ideas you listed in All for the Best phase. Find out which
of them youll change or add to the ones in the chart.
Share and compare your ideas with a partner.
Report back to the class.
5
As you explore this lesson, you can add/answer the questions and consider
how the tasks will not only help you understand the language and literary
concepts, but also help you shape your life.
Be reminded of these expectations as you work on the following phases of this
lesson.
YOUR TEXT
This phase will crystallize your knowledge and understanding of your target
concepts and skills through deeper exploration of the poem in focus.
Doubtlessly, you know that appreciating a poem is like appreciating a picture,
photo, illustration, or drawing.
Task 8 Ten-minute Image Talk
Although it is never stated, you as a reader/viewer can infer thoughts, feelings,
and intention based on the details of information presented in the photo/picture
or drawing. You can focus on the lines, angles, colors, or even on the shapes of
the objects/images presented and relate them to real-life experiences for you to
understand their message/meaning.
Pair up and look closely at the drawing.
10
20
25
Poetry is a personal type of writing where words flow and carry you along
the realms of beautiful thought. What really contribute to the poems meaning?
Doubtlessly, you know that the orchestration of sounds, story, sense, and form
brings about life in a poem you read. That absolutely drives you to feel life in it.
Some poems are full of words that are fun to say aloud. You can express
the meaning of the words by reading them aloud and you can use your voice to
express their meaning.
In small groups of five, read aloud the poem The Seven Ages of Man from
the comedy As You Like It by William Shakespeare.
Decide who will be the first, second, third, fourth, and fifth readers.
Try to make the meaning of the words come alive through using good expressions.
Remember to produce the correct critical consonant sounds in words like:
in /s/- s, z, sh, or zh.
e.g., sooth -/s/
zoo -/z/
shoe -/sh/
sure -/zh/
Watch out for words in the poem that have the same sounds.
Also think back on the importance of using appropriate stress to words youll
read to convey meaning.
e.g., SEven
PLAYers
MEWling
INfant
PANtaloons
Some poems rhyme; others dont. But one thing is sure, each poem captures
moments in time, feeling, thoughts, and experiences. Though this poem is a
sample of blank verse (poetry with an unrhymed iambic pentameter lines)
that was widely used by Shakespeare, it contains internal rhyme.
Read the poem once more and spot the words that rhyme.
Make a list of these rhyming words and determine which are examples
of internal rhyme and end rhyme.
Copy the table as shown below, and fill it out with the appropriate entries.
Rhyming Words in The Seven Ages of Man
End Rhyme
Internal Rhyme
It looks like
The sound it
makes
How it moves
my chamber door
List all of them and chart them on the space provided below.
From The Seven Ages of Man by William Shakespeare
Alliteration
Assonance
Consonance
Meaningful
Experience
Meaning
14
Sentence
14. Do you think the persona has a great understanding of the universal experience of man performing a role in each stage? Explain.
15. Which lines describe the roles in life that man performs?
16. Under what circumstances may it be better to be young rather than be
old or vice versa in performing roles in life?
17. How does the poem make you feel about the importance of recognizing
and performing a role in life effectively?
18. Why is it acceptable/better to recognize and perform your role in life?
19. How does the poem make you think of the importance of recognizing and
performing a role in life effectively?
20. What are the advantages and disadvantages of not recognizing and performing your roles in life?
21. What would be the most effective way of performing your role in life?
Share your responses with the other groups.
Group 8. Connect to life
Answer the following guide questions:
4 Which part makes/drives you to think of someone/something in real
life?
4 What kind of roles in life are conveyed in the poem?
4 What line(s) suggest how one can be effective in performing ones
role?
4 Is the message of the poem worthwhile? Prove your point.
4 How important is the poems message in your life?
Share your responses with the other groups.
Task 11 On Using Expressions Appropriate to Situations
A.
Read the poem once more to answer these questions.
4 Do you agree with the personas description of the last age of man in
the last two lines of the poem? Why?
4 Do you agree when he says that the last stage is second childhood
without everything? Prove your point.
16
Remember that there are many ways you can express agreement
or disagreement. There are special words/expressions that clearly
indicate the intention and their appropriateness to the situation.
These words/expressions can be formal or informal but the situation dictates their specific functions.
e.g. Consider your possible responses to the aforementioned guide questions.
2. May: Hey, thats right. I remember he solved the problem for us.
B. Positive Roles
Reread the poem The Seven Ages of Man and pair up.
Find lines that suggest man has to perform roles in life.
Specify which lines clearly point out positive sign of performing roles in life.
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE
18
THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER .
TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS .
AND . BY . MOVING . THE . FIRST . LETTER . OF. A .
PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY .
ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS .
THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER
*Hint: Try reading from right to left.
The educational reforms of Charlemagne led to the invention of lowercase letters
which could be written and read much faster. Phrases and sentence endings were
indicated either by ... or by a slash (/).
As time went on writers looked for more ways to clarify meaning/In medieval music notation they found a way to indicate how a voice should rise or fall
at the end of a sentence or phrase. Can you hear your voice rise at the end of
a question? Our question mark came directly from medieval music notation.
When a long sentence broke in the middle > they put a new mark that became
our semi colon and colon. The hyphen appeared as two lines (=) instead of one.
Around A.D. 1500 the indented paragraph appeared, as did the comma and
period as we know them. Printers of the Renaissance invented new marks like the
exclamation points and quotation marks. By that time, people were commonly
reading silently, and punctuation came to depend more on grammatical groups
than breath groups. (Parentheses and dashes appeared with the advent of printing.)
By the end of the seventeenth century, our punctuation system was in place
for the most part, though sometimes details varied. Just think, though: After
only a few lessons in schooland with lots of practice reading and writingyou
can boast that youve mastered a system that took westerners many centuries
to develop.
19
List the ways in which you have already contributed, are contributing,
and predict the ways in which youll contribute to the world in the future.
20
Copy the chart as shown below and fill it out with entries called for.
The Contributions
I made
I can make
I will make
21
23
Youre doing great! How do you feel about it? Do you want to
add more proof of your understanding on the target concepts
and to hone your communication skills?
24
Call or visit and interview at least three (3) people whom you consider
successful in performing their roles to learn more about their services.
Make a list of their accomplishments/achievements and specialization.
Find out what they consider important to their success.
Collect photos, drawings, illustrations, or videos (if possible) showing
ordinary people making a difference by performing their roles in life
willingly and graciously.
25
Drafting
Consolidate the information you have gathered, and choose the ones you
will use in your brochure.
Use few, simple, short, catchy but meaningful sentences.
Think of the order you will use to organize the factual information.
Point out the help, support, and benefits the organization, club, or key
persons receive as well as the specialization or services they offer.
Explain the significance of the services to the target readers.
Through speaking and writing, report the services and needs of the
organization.
Use photos and charts in the presentation.
Writing and Presenting
Ask other schoolmates to read and evaluate your brochure.
Ask for comments and suggestions.
Look over the first draft and rewrite it.
Polish your draft incorporating the suggestions made by your evaluators.
Do the finishing touches and present your Community Services Brochure.
26
YOUR TREASURE
Clearly, youve actively engaged in various tasks that helped you improve your
understanding of the target concepts, at the same time, develop your language
communication and literary skills.
Your Community Services Brochure informing the public of the services available in your community serves as a major proof/evidence of your
understanding of concepts and skills.
To further prove your successful and exciting learning experiences that you
obviously enjoyed learning, it is just but fitting that you think back and focus
on the following essential points.
Which task/activity have you
enjoyed? _________________________________________________
found helpful? _____________________________________________
would like to work on further? _________________________________
________________________________________________________
Keep a record of all of these and add your answers to the following questions:
1. What new and special way about recognizing your roles in life have you
learned?
2. What approach to/attitude in life do you think can help you chart your
course in life?
3. How will it help you to become a better person?
4. What did you find most difficult in this lesson?
5. What will you do to do away with these difficulties?
6. Write at least three possible ways/steps you can adopt to solve these
difficulties.
7. What do you hope to strengthen in the next lesson/s?
27
I enjoyed
Attitude in life
28
I hope/
expect to
improve/
strengthen
in the next
lesson
I would like
to work
further on
Lesson 2
Maximizing My Strength
YOUR JOURNEY
Character cannot be developed in ease and quiet.
Only through experience of trial and suffering
can the soul be strengthened,
ambition inspired and success achieved.
- Hellen Keller
Maximizing means making the best use of and this is what you must do with
your strength. This happens when you focus on the areas you are most skilled,
talented, and strong in while avoiding your weaknesses.
This weeks lesson will unfold ones greatness and heroic acts which will lead
you to discover your hidden potentials and develop skills for the realization of
the worlds ultimate goal positive transformation.
YOUR OBJECTIVES
Following the track of your journey, you are to be guided by the following objectives:
29
Paraphrased
There is happiness even during the most
challenging times and we only need to
look at the bright side.
31
Chronicles of Narnia
Quote by Aslan
There is one ring to rule, to find, to
bring, and to bind all evil.
C. With the tips and examples given to you on paraphrasing, be ready to listen
to another recorded song, write down two lines from it which you like the
most, and paraphrase them.
Lines from the Song
Your Paraphrase
1.
2.
32
YOUR TEXT
battle-sweat
evil-doer
horrible hermit
slaughter-dew
life-evil
sin-stained demon
6
battle-dress
dragon-slayer
ring giver
mail-shirt
gold giver
fighting-gear
7
wave floater
light of battle
whale road
swirling surf
whales way
swan road
As you read the poem, list down more examples of Kennings or word derivations
from Beowulf to add to your vocabulary list.
______________________________________________________
______________________________________________________
______________________________________________________
33
Read the epic poem Beowulf which deals with war and adventure. It is said to be
the greatest poem ever written in a modern European language four centuries
before the Norman Conquest. Beowulf shows an interplay of Christian and pagan
beliefs. The original writer remains unknown.
It has been said that Burton Raffels translation from the original Old English is
the most celebrated and most read by students and general readers alike.
395
400
405
410
34
415
420
425
430
435
440
445
35
450
455
460
465
470
475
480
36
485
490
495
500
505
510
515
37
520
525
530
535
540
38
_______
_______
_______
_______
_______
_______
7. The Danes were not allowed to celebrate the defeat of Grendel. _______
8. Grendel was able to escape from Beowulfs hands.
_______
_______
Heorot
Hrothgar
Grendel
Beowulf
39
40
6. If you were one of the Geats, what would you tell or give Beowulf? Why?
7. Who among our present superheroes would you liken Beowulf to? Why?
8. What strengths did Beowulf put to use in this epic poem?
9. What are your strengths? How do you use them?
10. Give at least three reasons why you like or not like the epic poem Beowulf.
Task 8 Epic vs. Lyric
You have learned that there are different types of poetry. All the Worlds a Stage
is an example of lyric poetry while Beowulf is an epic poem. After reading the
two poems, what are the similarities and differences of the two types of poetry?
Lyric
Epic
41
e.g., then
42
43
44
B. While you take turns introducing Beowulf and Grendel, have you noticed the
way you speak and deliver your lines? What are your suggestions in effectively
delivering lines of poems?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
C. Lets try those tips on correct stress, intonation and juncture in reading
Beowulf. Each group will take turns reading specific stanzas from Beowulf.
Task 12 Type the Text
A. In your previous lessons you learned about the different text types. Lets see
how well you remember them. Identify the text type of the following articles
as journalistic, informative, or literary.
Articles
So the thing to do when working on a motorcycle, as in
any other task, is to cultivate the peace of mind which does
not separate ones self from ones surroundings. When that
is done successfully then everything else follows naturally.
Peace of mind produces right values, right values produce
right thoughts. Right thoughts produce right actions and
right actions produce work which will be a material reflection for others to see of the serenity at the center of it all.
Robert M. Pirsig,Zen and the Art of Motorcycle Maintenance
45
Type of Text
With an artistic drama, we empathize with one or more of its characters, but theres also a distance between us and their situationa
safety valve that allows us to express a range of emotions, but also
to say, Its only a movie, Its only a play, Its only a novel. Work is
based upon problem solving, how to eliminate conflict and get the
job done. Episodic is fine for work. We want day-by-day not confrontational traumaeven if it would lead to life-changing revelation.
But drama exaggerates conflict, pushes situations to their extreme,
and leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis puts his
finger on the heart of Frosts greatness: His head carved
out of granite O / His hair wayward drifts of snow / He worshipped the great God of Flow / By holding on and letting
go.Heres an example from part of one of Frosts lesser
known pieces, For Once, Then, Something. In the first half
he says friends rebuke him for looking into a well and seeing only himself, reflected in the water godlike in a wreath
of ferns and cloud puffs. Its a criticism that could be aimed
at any writer, but what is as interesting as the meaning of
Frosts reply is this sense of movement that carries the reader forward to the climatic end.
http://lehmaninfo.wordpress.com/sample-business-literary-articles/
DHAKA: Hosts Bangladesh will meet Pakistan in the opening
match of the four-nation Asia Cup cricket tournament starting in Dhaka in March, an official said on Monday.
Old rivals Pakistan and India will meet in a mouth-watering
clash on March 18. The Sher-e-Bangla National stadium will
host all the matches, including the inaugural tie on March
12 and the final on March 22, Asian Cricket Council chief
executive Syed Ashraful Huq said. All teams including India
and Pakistan have confirmed their participation, he said.
India won the last edition of the tournament in Dambulla in
Sri Lanka in June 2010.
http://www.paper-articles.com/
46
From Beowulf
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
520 From faraway lands, princes and leaders
Of men hurrying to behold the monsters
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
525And lonely flight, to the edge of the lake
Where hed dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530Sucked from his magic veins; but the swirling
Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
535From that happy pilgrimage, mounted their hardhoovedHorses, high-spirited stallions, and rode them
Slowly toward Heorot again, retelling
Beowulfs bravery as they jogged along.
47
1. Make sure theres rhyme in the material you will rap. Rhyme matters in rap
as in any poetic form.
2. Perform rap in time to a beat
3. Dont say anything that will offend people.
4. Craft your own style.
5. Have fun while rapping.
6. Practice. Practice. Practice.
Your schools dramatic guild is in search of a rapper who will introduce the
lead character/hero through a rap. Youve been asked to try out for the part.
You will render a one-minute rap about the hero in your life in front of your
class with your English teacher and class adviser. Be reminded of the rhyme,
rhythm, and beat when you do the rap.
48
YOUR Treasure
B. Write the things you value the most from the weeks discussion. Or, you might
want to illustrate your most important learning from this weeks lesson.
49
Lesson 3
LEAVING A LEGACY
YOUR JOURNEY
A life well lived cannot be easily forgotten. Not when you have left a mark so
noteworthy that enables people to make a difference not only in their lives but
more so in the lives of others. How would you like to be remembered? What
legacy would you like to leave behind?
This lesson will allow you to learn how the legacies of the past shaped the
way you are now and how your legacy could dictate the future of others.
YOUR OBJECTIVES
Following the track of your journey, you are to be guided by the following
objectives:
agree or disagree with the ideas of the author
summarize the contents of the materials viewed
explain word meanings and origins
examine sample texts representative of each type
express appreciation for sensory images used
analyze literature in enhancing ones self
use the correct pitch, juncture, stress, intonation, rate of speech, volume and
projection in delivering lines of prose and poetry
scan sequence signals or connectors used in a text
compare and contrast text types
use hyphens and dashes correctly
Task 2
Look at the picture. What could be the cause of this phenomenon?
51
YOUR TEXT
Task 5 Whats in a Word?
Match the words in Column A with their correct meaning in Column B. Be ready
to use the words in sentences. Write your answers on your notebook.
Column A
Column B
1. betwixt (ME)
a. to signify ; to indicate
2. holden
(ME)
3. betokens (ME)
c. between
4. tomorn (ME)
5. weened (OE)
e. Jesus
6. Jesu
f. tomorrow
(LL)
52
Meanwhile, Mordred senses his chance. With Arthur away in France, he leads a rebellion
in England, claiming the throne and trying to seize Guinevere as his queen. She flees to the
Tower of London. Arthur, returning to defend his crown, battles Mordred for the first time at
Dover, where Gawain is fatally wounded. Before his death, Gawain writes a letter to Lancelot
ending their feud and asking Lancelot to return to England to help Arthur. After a second,
inconclusive battle with Mordreds forces, Arthur regroups his men and moves westward
nd quickly King Arthur moved himself with his army along the coastline
westward, toward Salisbury. And there was a day assigned betwixt King
Arthur and Sir Mordred that they should not meet upon a field beside
Salisbury and not far from the coast. And this day so assigned as Monday after
Trinity Sunday (the eighth Sunday after Easter), whereof King Arthur was passing
glad that he might be avenged upon Sir Mordred.
So upon Trinity Sunday at night King Arthur dreamed a wonderful dream,
and in his dream it seemed to him that he saw upon a platform a chair, and the
chair was fast to a wheel, and thereupon sat King Arthur in the richest cloth of
gold that might be made. And the King thought there was under him, far from
him, and hideous deep black water, and therein was all manner of serpents, and
worms, and wild beasts, foul and horrible. And suddenly the King thought that
the wheel turned upside down, and he fell among the serpents, and every beast
took him by a limb. And then the King cried as he lay in his bed, Help, Help!
And then knights, squires, and yeomen awaked the King, and then he was so
amazed that he knew not where he was. And then so he awaked until it was night
day, and then he fell on slumbering again, not sleeping nor thoroughly waking.
So it seemed to the King that there came Sir Gawain unto him with a number
of fair ladies with him. So when King Arthur saw him, he said, Welcome, my
sisters son. I weened ye had been dead. And now I see thee on live, much am
I beholden unto Almighty Jesu. Ah, fair nephew and my sisters son, what been
these ladies that hither be come with you?
Sir, said Sir Gawain, all these be ladies for whom I have fought for when I
was man living. And all these are those that I did battle for in righteous quarrels,
and God had given them that grace, at their great prayer, because I did battle
for them for their right, that they should bring me hither unto you . Thus much
had given leave God, for to warn you of your death. If you fight tomorrow with
Sir Modred, as ye both have assigned, doubt ye not ye must be slain, and the
most party of your people on both parties. And for the great grace and goodness
53
that Almighty Jesu had unto you, and for pity of you and many more other good
men there shall be slain, God had sent me to you of his special grace to give you
warning that in no wise ye do battle as tomorn, but that ye take a treaty fora
month from today. And you make generous offers , so that tomorn ye put in a
delay. For within a month shall come Sir Lancelot with all his noble knights and
rescue you worshipfully and slay Sir Modred and all that ever will hold with him.
Then, Sir Gawain and all the ladies vanished. And anon the King called upon
his knights, squires, and yeomen, and charged them quickly to fetch his noble
lords and wise bishops unto him. And when they were come the King told them
of his dream, that Sir Gawain had told him and warned him that, and he fought
on the morn, he should be slain. Then the King commanded Sir Lucan the Butler
and his brother Sir Bedivere the Bold, with two bishops with them, and charged
them in any wise to take a treaty for a month from today with Sir Modred. And
spare not: proffer him lands and goods as much as ye think reasonable.
So then they departed and came to Sir Modred where he had a grim host of
a hundred thousand, and there they entreated Sir Modred long time. And at
the last Sir Modred was agreed for to have Cornwall and Kent by King Arthurs days, and after that, all England, after the days of King Arthur.
Then they ageed that King Arthur and Sir Modred should meet betwixt both
their hosts, and each of them should bring fourteen persons. And so they came
with this word unto Arthur. Then said he, I am glad that this is done, so he
went into the field.
And when King Arthur should depart, he warned all his host that, and they see
any sword drawn, Look ye come on fiercely and slay that traitor Sir Modred,
for I in no wise trust him. In like wise Sir Modred warned his host that And
ye see any manner of sword drawn, look that ye come on fiercely, and so slay
all that ever before you standeth, for in no wise I will not trust for this treaty .
And in the same wise said Sir Modred unto his host, For I know well my father
will be avanged upon me.
And so they met as their arrangement was and were agreed and accorded thoroughly. And wine was fetched and they drank together. Right so came and
adder out of a little heathbush, and it stung a knight in the foot. And so when
the knight felt him so stung, he looked down and saw the adder. And anon he
drew his sword to slay the adder, and thought none other harm. And when the
host on both parties saw that sword drawn, then they blew beams, horns, and
shouted grimly. And so both hosts dressed them together. And King Arthur took
his horse and said, Alas, this unhappy day! and so rode to his party, and Sir
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in his hand, and there King Arthur smote Sir Modred under the shield, with
a thrust of his spear, throughout the body more than a fathom. And when Sir
Modred felt that he had his deaths wound, he thrust himself with the might that
he had up to hand guard of King Arthurs spear, and right so he smote his father
King Arthur with his sword holden in both his hands, upon the side of the head,
that the sword pierced the helmet and the casting of the brain. And therewith
Sir Modred dashed down stark dead to the earth.
And noble King Arthur fell in a swough to the earth, and there he swooned oftentimes, and Sir Lucan and Sir Bedivere oftentimes heaved him up. And so, weakly
betwixt them, they led him to a little chapel not far from the seaside, and when
the King was there, him thought him reasonably eased. Then heard they people
cry in the field. Now go thou, Sir Lucan, said the King, and let me know what
betokens that noise in the field.
So Sir Lucan departed, for he was grievously wounded in many places. And so as
he walked he saw and harkened by the moonlight how that pillagers and robbers
were come into the field to pill and to rob many a full noble knight of brooches
and bracelets and of many a good ring and many a rich jewel. And who that were
not dead all out there they slew them for their harness and their riches. When Sir
Lucan understood this work, he came to the King as soon as he might and told
him all what he had heard and seen. Therefore by my advice, said Sir Lucan,
it is best that we bring you to some town.
I would it were so, said the King, but I may not stand, my head works so.
Ah, Sir Lancelot, said King Arthur, this day have I sore missed thee. And alas
that ever I was against thee, for now have I my death, whereof Sir Gawain me
warned in my dream.
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Then Sir Lucan took up the King the tone side and Sir Bedivere the other party;
and in the lifting Sir Lucan fell in a swoon that part of his guts fell out of his body,
and therewith the noble knights heart burst. And when the King awoke he beheld
Sir Lucan how he lay foaming at the mouth and part of his guts lay at his feet.
Alas, said the King, this is to me a full heavy sight to see this noble duke so
die for my sake, for he would have helped me that had more need of help than
I. Alas that he would not complain him for his heart was so set to help me. Now
Jesu have mercy upon his soul.
Then Sir Bedivere wept for the death of his brother.
Now leave this morning and weeping, gentle knight, said the King, for all
this will not avail me. For wit thou well, and I might live myself, the death of Sir
Lucan would grieve me evermore. But my time passeth on fast, said the King.
Therefore, said King Arthur unto Sir Bedivere, take thou here Excalibur my
good sword and go with it to yonder waters side: and when thou comest there
I charge thee throw my sword in that water and come again and tell me what
thou saw there.
My lord, said Bedivere, your commandment shall be done, and I shall quickly
bring your sword again.
So, Sir Bedevere departed. And by the way he beheld that noble sword, that the
hilt and hand guard was all precious stones. And then he said to himself, If I
throw this rich sword in the water, thereof shall never come good, but harm and
loss. And then Sir Bedivere hid Excalibur under a tree. And so, as soon as he
might, he came again unto the King and said he had been at the water and had
thrown the sword into the water.
What did you see there? said the King.
Sir, he said, I saw nothing but waves and winds.
That is untruly said of you, said the King. And therefore you go quickly again
and do my commandment: as you are to me loved and dear, spare not, but throw
it in.
Then Sir Bedeivere returned again and took the sword in his hand. And yet he
thought sin and shame to throw away that noble sword. And so again he hid the
sword and returned again and told the King, that he had been at the water and
done his commandment.
What did you see there? said the King.
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Sir, he said, I saw nothing but waters lap and waves grow.
Ah, traitor unto me and untrue, said King Arthur, now you have betrayed me
twice. Who would have weened that you have been to me so loved and dear, and
you are named a noble knight, and would betray me for the riches of this sword.
But now go again lightly, for you long tarrying put me in great jeopardy of my life,
for I have taken cold. And but if you do now as I bid you, if ever I may see you I
shall slay you with my own hands, for you would for my rich sword see me dead.
Then Sir Bedivere departed and went to the sword and lightly took it up, and
so he went to the waters side; and there he bound the girdle about the hilts,
and threw the sword as far into the water as he might. And there came an arm
and a hand above the water and took it and clutched it , and shook it thrice and
brandished; and then vanished away the hand with the sword into the water. So
Sir Bedivere came again to the King and told him what he saw.
Alas, said the King, help me hence, for I dread me I have tarried overlong.
Then Sir Bedivere took the King upon his back and so went with him to that
waters side, even closer, by the bank floated a little barge with many fair ladies
in it; and among them all was a queen; and all they had black hoods, and all they
wept and shrieked when they saw King Arthur.
Now put me into that barge, said the King; and so he did softly. And there
received him three ladies with great mourning, and so they set them down. And
in one of their laps King Arthur laid his head, and then the queen said, Ah, my
dear brother, why have ye tarried so long from me? Alas, this wound on your
head had caught over much cold. And anon they rowed fromward the land, and
Sir Bedivere beheld all the ladies go forward him.
Then Sir Bedivere cried and said, Ah, my lord Arthur, what shall become of me,
now you go from me and leave me here alone among my enemies?
Comfort yourself, said the King, and do as well as you may, for in me is no
trust in. For I must into the legendary valley to heal me of my grievous wound.
And if you hear nevermore of me, pray for my soul.
For ever the queen and ladies wept and shrieked, that it was pity to hear. And as
soon as Sir Bedivere had lost sight of the barge he wept and wailed, and so took
the forest and went all that night.
And in the morning he was ware, betwixt two bare woods, of a chapel and a
hermitage. Then was Sir Bedivere glad, and thither he went, and when he came
into the chapel he saw where lay a hermit groveling on all fours, close thereby a
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tomb was new dug. When the hermit saw Sir Bedivere he knew him well, for he
was but little before Bishop of Canterbury, that Sir Modred put to flight.
Sir, said Sir Bedivere, what man is there here interred that you pray so fast for?
Fair son, said the hermit. I wot not verily but by guessing. But this same night,
at midnight, here came a number of ladies and brought here a dead corpse and
prayed me to inter him. And here they offered a hundred tapers, and gave me a
thousand gold coins.
Alas, said Sir Bedivere, that was my lord King Arthur, which laid here buried
in this chapel.
Then Sir Bedivere swooned, and when he awoke he prayed the hermit that he
might abide with him still, there to live with fasting and prayers:
For from hence will I never go, said Sir Bedivere, by my
will, but all the days of my life here to pray for my lord Arthur.
Sir, you are welcome to me, said the hermit, for I know you better than you
think that I do: for you are Sir Bedivere the Bold, and the full noble duke Sir
Lucan the Butler was your brother.
Then Sir Bedivere told the hermit all as you have heard before, and so he stayed
with the hermit that was beforehand Bishop of Canterbury. And there Sir Bedivere put upon him poor clothes, and served the hermit full lowly in fasting and
in prayers.
Thus of Arthur I find no more written in books that been authorized, neither
more of the very certainty of his death heard I nor read, but thus was he led away
in a ship wherein were three queens; that one was King Arthurs sister, Queen
Morgan le Fay, the other was the Queen of North Galis, and the third was the
Queen of the Waste Lands.
Now more of the death of King Arthur could I never find, but that these ladies
brought him to his grave, and such one was interred there which the hermit
bare witness that was once Bishop of Canterbury. But yet the hermit knew not
in certain that he was verily the body of King Arthur; for this tale Sir Bedivere,
a knight of the Table Round, made it to be written.
Yet some men say in many parts of England that King Arthur is not dead, but
carried by the will of our Lord Jesu into another place; and men say that he shall
come again, and he shall win the Holy Cross. Yet I will not say that it shall be so,
but rather I would say: here in this world he changed his life. And many men say
that there is written upon the tomb this:
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Writers paint word pictures or images that appeal to our senses of sight, sound,
smell, taste, and touch in poetry and in prose composition. Look for the images
that you have located in the text. Copy the chart below on your notebook and
write down the details in the appropriate column.
Sight
Sound
Smell
Taste
Touch
1.
2.
3.
4.
5
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6. How do images or word pictures help you experience a scene in the excerpt
The Day of Destiny?
Task 9 Group Activity
You will be grouped by your teacher into three (3). Each group will be given an
article to read in 10 minutes. Once done reading, listen to your teachers further
instructions.
Task 10 Plotting Them All
Examine how the three (3) articles were written using the following criteria:
Criteria
UNESCO sends
experts to
Tubbataha Reefs
How to Maintain
Cultural Identity
Purpose
Format
Features
Language Use
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The words below are punctuated with a hyphen (-). Study the words carefully.
1. anti-inflationary
2. over-the-counter
3. a come-as-you-are party
4. a six- or eight-cylinder engine
5. the ruling-passion of his life
6. one hundred thirty-eight
7. a two-thirds majority of the vote
8. pages 40-98
9. the New York-Paris flight
Task 15 Lets Hype!
Punctuate the words/phrases below with a hyphen.
1.
co-opted
2.
3.
4.
5.
forty five
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My legacy to
Mother Earth
_______________________________________
_______________________________________
_______________________________________
_______________________________________
My legacy to my
people
_______________________________________
_______________________________________
_______________________________________
_______________________________________
My legacy to my
family
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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The local government is planning to convert your towns rice fields into an
industrial park. One of the bridges with historical value will be demolished.
Most of the residents disagree with this plan, some agree, and a few remain
undecided. If you were in the shoes of each of the people enumerated below, what would you say about the plan?
Remember that you are to perform a choral recitation at the end of the quarter. The following tasks will help you (1) empathize with the characters opinions
and feelings and understand where the speakers are coming from and (2) make
use of appropriate speech features to make your performance successful.
Task 17 Sharing Other Peoples Perspectives (SHOPP)
Municipal Engineer _______________________________________
Business Man ____________________________________________
Teacher ________________________________________________
Vendor ________________________________________________
Street Sweeper ___________________________________________
Student ________________________________________________
Mother ________________________________________________
Historian _______________________________________________
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Rubrics:
Criteria
Completeness
5 points
All blanks were
filled in.
3 points
Only 5-7 blanks
were filled in.
1 point
Only 14 blanks
were filled in.
Stand point
All responses
strongly expressed
agreement or disagreement.
Only 14 responses
strongly expressed
agreement or disagreement.
Form
Only 14 responses
used capitalization,
punctuations, and
interjection correctly.
Juncture
Stress
3
Students pitch
does not change
the meaning of the
word/phrase.
Student pauses
in all periods and
commas.
Student emphasizes
all words and syllables correctly.
Intonation
Rate of Speech
Student reads at an
average speed.
2
Students pitch
changes the meaning of at least two
(2) words/phrases.
Student pauses in at
least two (2 ) periods or commas.
Student emphasizes at least two (2)
words or syllables
correctly.
Student observes at
least two (2) possible intonation patterns correctly.
Student reads at a
speed just enough
to be understood.
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1
Students pitch
changes the meaning of all the words/
phrases.
Student pauses in
one (1) period or
comma.
Student emphasizes one (1) word or
syllable correctly.
Student observes
one (1) possible
intonation pattern
correctly.
Student reads very
fast and incomprehensible.
Volume
Projection
YOUR TREASURE
We learn much from the past to understand the present. We shape and live
the present to send a message to the future a LEGACY which could be a key
to understanding the SELF
My journey through this lesson enabled me to learn
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Lesson 4
YOUR OBJECTIVES
Going through the process of discovering the answers to this essential question,
you are expected to:
make connection between the present text and the previously read text
assess the relevance and worth of ideas presented in the material viewed
draw generalizations and conclusions from the material listened to
use synonyms of words to clarify meanings
explain how the tone of the poem helps clarify its meaning
use contractions proficiently
make use of lyric poems feature in an advertising campaign
use effective ways of coping with challenges to enhance ones self
show appreciation for the significant human experiences highlighted and
shared during the discussion
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Work with your peers and reflect on this: What do you consider as your
challenges in life?
Make a list of at least ten (10) challenges experienced by students like you.
Copy the chart as shown, and fill it up with the entries called for.
Challenges being met by students
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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Rank them in their order of difficulty. Rank 1 the most challenging and 10 as
the least challenging.
Ask them to decide what the most effective method of coping with challenges
is.
Rank them in their order of effectiveness. Rank 1 the most effective and 10
as the least effective.
Share your findings with the class.
Task 2 Constant Recall
One challenge you need to face is how to unfold and show appreciation for the
meaning of a poem.
Work in groups of five and think back on the salient points, aspects, and
elements of poetry to be given attention to in unfolding its meaning.
Clarify the WHAT, WHY, and HOW of these aspects.
Point out which of these elements (subject, theme, poetic devices, sounds,
tone, significant experience), you have yet
to touch on
to explore
to understand
to master
Emphasize which ones you need to give more attention to.
Report your findings in class.
Task 3 Make a Synonym Match Challenge
Fill each blank with a single letter to form these pairs of words into
synonyms. Example : __ACTUAL __RUE
FACTUAL TRUE
1. _ COLD _ HIDE
2. _ EARNING _ RAVING
3. _ ALLY _ CORE
4. _ AVER _ ALTER
5. _ ROUND _ OIL
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6. _ ARROW _ LENDER
7. _ LIMB _ SCENT
8. _ TUMBLE _ RIP
9. _ INDICATE _ LEAR
10. _ WELLING _ BODE
Use these pairs in your own sentences.
Task 4 Highlighting the Focus Question
Remember the FOCUS QUESTION:
How do I cope with challenges in life?
List logical temporary answers to the focus question.
Share your list with your classmates.
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Be reminded of these expectations as you work on the following phases of this lesson.
YOUR TEXT
Task 6 Why Not?
Pair up and reflect on the following quotations.
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How closely do you think the drawing matches your mental image of
coping with challenges? Prove your point.
Share your findings with the rest of the class.
Task 8 Meaningful Life
Reflect on these questions:
To what can you compare life?
Do words have the power to help a person get through hard/difficult times?
Find out how a poem written by Langston Hughes will help you achieve insights about difficult times.
Listen to your teacher read the poem Mother to Son by Langston Hughes.
Its high time for you to focus on the context of the poem. Try this.
Task 9 Small Group Differentiated Work
Work in ten (10) small groups.
With your groupmates, read the poem aloud and perform your assigned task.
Group 1. Words, words, words
As you read the poem, list the words that you find difficult.
Use a dictionary to find the synonyms and antonyms of each word.
Share your findings with the class.
Discover how the details in the poem help a story.
Group 2. Meaningful significant experience
When you read a poem, you get to know the experience of other people. This
gives you a better perspective on your relationship with others and how youll
react to challenges in life.
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Responses to hardships
Mixture
Not Good
Good
Not Good
What new and special way does the poem give you?
How will it help you to become a better person?
Share your findings with the class.
Group 6. More challenges
Talk about how the speaker/ persona feels about the challenges in life.
Explain her reactions to such challenges.
Point out the lines or phrases that shed light on these.
Use a table like the one shown below for your responses.
Personas feeling
Reason
Lines or phrases as
supports
Group 7. A key to
The speakers/personas attitude towards the subject can be gleaned from the
quality of the language the poet used. This is called the tone which can either
be formal or informal, serious or light. In most cases, tone is suggested by the
quality of the language used by the poet.
Choose from the list the tone used by the speaker/persona.
approving
calm
mysterious
hostile
playful
persuasive
defeated
doubtful
serious
envious
cynical
forgiving
light
mimic
anxious afraid
hopeful defiant
inspiring
Note the words that reflect the poets or speakers attitude toward the
subject.
Select a single word (adjective) to identify the speakers tone.
Explain
Word Choices
PERSONA
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Notice how the speaker or the persona makes many comparisons from
the first to the end line of the poem. Make a list of these comparisons.
Life
Compared to
What it suggests
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Recall the other poems youve explored in class and decide to what type
each belongs.
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Each player tells and spells the contraction aloud, then uses it in a sentence.
Players get 5 points for each correct and complete answer.
Consider the group with the most number of points as the winner.
D. Try It Out
Imagine two personas, poets (from the two poems you like or find interesting) meet and have a meal together.
Imagine how each one shares their thoughts on how to face challenges in
life.
Make up few lines of dialogue showing their sharing of ideas.
Remember to use contractions.
Keep in mind these discoveries, new ideas, and new developments you have as you continue
on the next phase. This clearly shows that you are ready to do some practical application as an
extension of your understanding of the key concepts. Using your communication and literary
skills learned, try the following.
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Task 13 Nominee
Imagine that an international agency is going to give a Medal of Honor
Award to anyone who is able to inspire a lot of people through his/her
poem.
Write a letter to the head of the agency and nominate your favorite poet
for the award.
Remember to highlight the reasons for your choice.
Read your letter in class.
Task 14 Musically Yours
Scout for songs that express any or some of the following experiences.
povertyprejudiceloss of lovedonesfailuressetbacks
hopeperseverancesounddecisionscharity
couragefaithcouragedtermination
Activities
Plans
the groups.
the ads.
5. Choose members of the group who will form the cast, including the
6. Rehearse, polish, record, and share your radio script with the class.
7. Set time for feedback.
D. Music/Jingle
1. Find and choose contemporary songs that reveal some of the same emotions conveyed in the radio script.
2. Share the songs with your classmates.
3. Talk about how it relates to the message of the radio script.
4. Record the background music and sound effects that you might use.
5. Put together, relate, and use the musical recordings and the radio script
ready for the rehearsals.
6. Rehearse and shoot for the Info-Ad.
7. Conduct peer checking.
8. Present, review, edit, and polish the Info-Ad based on the comments and
suggestions made by your peers.
9. Answer the following questions:
Are there other changes they want to make on your Info-Ad?
Is there anything included that you would like to remove?
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YOUR TREASURE
Youve learned that in your lifes journey, simple or complicated changes keep
coming. These changes bring a lot of trials or challenges. Sometimes they bring
happiness, at times depression. Just the same, you have to cherish these changes
that bring challenges because they push you either up or down. Hence, you must
react positively by looking for ways to make your life better if not the best.
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My Learning Log
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Lesson 5
YOUR OBJECTIVES
Going through the process of discovering the answers to the BIG question, you
are expected to:
show appreciation for the significant human experiences highlighted and
shared during the discussion or presentation
compare and contrast information listened to
draw generalizations and conclusions from the materials viewed
use antonyms to arrive at the meaning of words
draw similarities and differences of the featured selections in relation to the
theme
use quotation marks effectively
write a script for a poetry reading
use the appropriate and effective speech conventions in poetry reading
It is expected that in this lesson, you are to demonstrate how your language
communication and literary skills can be continuously developed as you explore the chosen poem highlighting the importance of living with a purpose.
Be reminded that your expected output will be a poetry reading, and the criteria for assessment will be: Delivery, Voice, Gestures, Facial Expression, and
Eye Contact.
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You are now ready for the next phase of the lesson.
YOUR TEXT
Task 7 My Resolve
Pair up and look closely on the following picture.
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A Psalm of Life
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-------------
6. Cheerful
-------------
2. Harmony =
-------------
7. Moves
-------------
3. Ridiculous =
-------------
8. Insincere
-------------
4. Uncertain =
-------------
9. Loud
-------------
5. Built
-------------
Group 2
Discuss your answers to the following questions.
What according to the poem is our destined end or purpose?
Is the poem morally uplifting and sentimental? Prove your point.
How can one be a man according to Longfellow?
What conditions are suggested by the persona/ speaker in order for anyone to become a man? Recite lines that illustrate each condition.
Group 3
Think about
what the speaker says life is not.
the command Act, act in the living present.
the last four lines of the poem.
the quotation you choose as closest to your philosophy in life.
why the poem is an inspirational one.
how the poem celebrates the gift of life.
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Group 4
Which of the lines suggests:
People should continue to appreciate life on earth as very important and
real
A time to act is NOW, to make spiritual, moral, and intellectual marks in
this world
People not to waste the short time that they have
Act as heroes amidst the earths strife
Work toward personal achievement
Report back to class.
Group 5. I believe
Share your answers to the following questions:
Do you believe that Longfellow has a strong view of life?
How does Longfellows view of life compare with your own view?
Point out the lines in the poem that
show Longfellow has a strong and optimistic view of life
you think young people might or might not agree with.
Philosophy in Life
Longfellows view
My view
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Results
Group 6
What are the values expressed in the poem? Do the people of today still share
the values expressed in the Psalm of Life? Prove it.
Task 10 Like It
Discuss with three or four of your classmates what you like about the
following:
a. the poem
b. its subject
c. the poems mysteriousness
d. the way the words appear on the page
e. the mood the poem puts you in
f. what it makes you remember
g. what it makes you think about
What I like about
Title of the poem
Its subject
The poems mysteriousness
The way the words appear
on the page
The mood the poem puts
you in
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Poem # 2
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1.
2.
With three or four of your classmates, discuss your answers to the following
questions:
How are the quotation marks used in verse no. 1? In verse no. 2?
Where are they (open and close quotation marks) positioned in the sentences?
What are enclosed in quotation marks?
How do the uses of the quotation marks in verse no.1 differ from verse
no.2?
When do we use a set of single quotation marks ( )?
What are the other uses of quotation marks?
Report back to class and share your findings.
B. Quote Me
Recall your most liked or interesting lines (at least three) from the poems
explored in class.
Imagine the persona/poet is personally talking to you.
Report directly what the persona/poet is saying by writing these lines
using quotation marks.
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C. You Said It
With a partner, create a brief conversation you would have about how to
have a purpose driven life.
Create a discussion between the poet/persona and you about it.
Act out a conversation and present a written copy of the conversation or
dialogue.
Use quotation marks in your dialogue.
Use correct phrasing, pausing, voice projection, facial expression, eye contact
and gestures.
Talk about
how you may apply the advice given by Longfellow in the poem.
what might your life be like if you were prevented from pursuing your
dreams or goals.
which personal qualities are needed to hold on to dreams in the face of
adversity.
Report back to class.
Do you want to add more proof of your understanding on how to live a purpose
driven life?
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YOUR TREASURE
In this lesson, you obviously enjoyed learning. Think back on the activities,
tasks youve just finished, concepts youve learned. Reflect on and answer these
questions.
1. What is it you found most enjoyable? Most difficult in this lesson?
2. What would you do to do away with these difficulties?
3. Write at least three (3) possible ways you can adopt to solve these difficulties.
4. What do you hope to strengthen in the next lesson/s?
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Name: __________________
Ways to get
away with the
most difficult
Most difficult
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Hope/expect
to improve/
strengthen in the
next lesson
Lesson 6
CELEBRATING SELF-WORTH
YOUR JOURNEY
This lesson marks the first major stop of your itineraries in Grade 9 English.
Here, youll demonstrate your understanding of all the important self-concepts
alongside the essential literary concepts and language communication skills
needed for you to celebrate your self-worth as you positively raise your self-esteem. This is made possible through a speech choir presentation as evidence of
your understanding.
This lesson is drawn from the baseline celebrating self-worth. In this lesson, you
will be able to explore some important concepts leading to self enhancement.
Hopefully, through your understanding of the overriding and underlying concepts plus the activities youll be engaged in in this lesson youll surely be able
to answer the BIG Questions: How can I attain self-worth? What does it take
to get the most out of life?
In totality, youll prove that reading poems can really help uplift your sense of
self-worth. Parallel to this, taking active control of all the language communication skills youve learned in this quarter marks your understanding of the
lessons. Hopefully, this can be demonstrated through a very impressive speech
choir presentation.
YOUR OBJECTIVES
These are your objectives for this lesson. You are expected to
draw generalizations and conclusions from the material viewed
summarize information from the text listened to
prove that title serves as a big clue to project on the meaning of the poem
use definition to arrive at meaning of words
explain how a poem is influenced by culture and other factors
use literary devices and techniques to craft poetic forms
use the appropriate and effective speech conventions expected of speech choir
presentations
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Work with a group of your classmates and compare your ideas about the
way you celebrate your self-worth. How closely do you think these drawings
match your mental image of celebrating self-worth? Prove your point.
Share your groups ideas with the whole class.
Task 4 Getting the Most Out of Life
Form a threesome and take a good look at this picture.
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4 How well do you think the drawings fit the value of celebrating self-worth?
4 What is your overall impression of this drawing?
4 How does the picture make you feel about self-worth?
4 What other visuals can you think of to illustrate your sense of self-worth?
Prove your point.
After ten minutes, convene and keep a record of these findings (in line with
celebrating self-worth).
Share your findings with the class.
Find common ground about your ideas.
Task 5 Focus Question
Remember the focus question: How can I attain self-worth?
List logical temporary answers to the focus question.
YOUR TEXT
Whatever direction you take in life, you need to follow certain guide posts to
reach your destination.
Task 7 Lifes Stairway
Draw and label a stairway, road, or path that reflects your life or your familys
struggles.
Use the following questions to guide you.
4 Are there twists and turns in your life? How will you present them?
4 What are they?
4 Are all the steps of the same height? Why or why not?
4 Is part of this stairway, road, or path in the past, present, or future?
4 How are the parts different?
4 Which part in the past, present, or future represents your or your familys self-worth and which are the parts you celebrated or would like to
celebrate?
Write a short description of what you drew.
Share your work with the class.
Task 8 A Time to Project
Read and focus your attention on the title of the poem If by Rudyard Kipling.
To illustrate the importance of celebrating self-worth, the poem If provides
cherished pieces of information which are clearly conveyed.
Express your thoughts and views on what the subject of the poem would be.
I think the poem If by Rudyard Kipling would be about _______________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_________________________
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If
byRudyard Kipling
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By now, you have developed a variety of strategies to help you figure out the
meaning of unfamiliar words.
When you find hints to the meaning of a word in the words or sentences that
surround it, you know you have context clues. These context clues can help
you expand your vocabulary all the more.
One simple strategy is through definition or restatement clues. Here, you
must watch out for words like or, that is, in other words, also called as
that often signal definition or restatement.
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What it suggests
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Discuss by specifying which part, stanza, or lines clearly point out each positive sign.
Talk about which of them you agree or disagree with. Explain.
Share your ideas with the class.
Group 3. Firming up the value of self-worth
Answer the following guide questions:
4 Which part makes you think of someone or something in real life?
4 What kind of roadmap in life is conveyed in the poem?
4 How can one be a man according to R. Kipling?
4 What conditions are stated in each stanza?
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Experience challenges
Share your talents
Be a part of our group.
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by Emily Dickinson
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C. Best of Roundup
Talk about your family, your friend, your classmate, and yourself.
List special abilities that you, your family, and your peers have as well as the
reasons why you feel great because of them.
Present a write up of this sharing.
Remember to use ellipsis whenever necessary.
D. Ellipsis Patrol
Find a stack of old newspapers and magazines. Scout for and choose articles
of your interest.
Look for and encircle all the ellipsis used in the articles.
Discover who in the class can find the most number of articles with ellipsis.
At this stage, you should have several impressive ideas on why you need to celebrate self-worth. Eventually, you are ready to prove your understanding of how
this valued concept can be realized through getting involved in real-life tasks
like that youll activate on...
4 Forget
4 Do
4 Do not
4 Seek
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4 decide
whether the poem should be read by:
alternating lines
several voices or single voice
how you will use your voice to convey your tone and
what single impression you want your audience to get from your
reading.
C. The Fair Plan
Understand the text thoroughly before you memorize it.
Plan your movements.
4 Specify the posture and the movements that will be used including
the entrance and exit.
4 Act out some parts especially the key parts of the poem.
Decide on and be creative in your choice of props, costumes, scenery,
sound effects, or other forms of musical background.
D. Rehearse, Rehearse, Rehearse!
Practice reading aloud.
Read according to punctuation.
Break down long sentences into subject and their meaning.
Read group of words for meaning rather than reading single words.
Dont come to a full pause but read on to the next line to complete the
thought.
Read with expression. (Change the tone of your voice to add meaning
to the word.)
Use the tone of your voice, eye movement, facial expressions and
minimal gestures to emphasize key words and phrases.
Read aloud into the tape recorder and listen to it to note accuracy and
expression.
Read aloud and share feedback with a partner first then with the rest
of the group.
As you rehearse, you must be open for comments and suggestions for
improving your performance.
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YOUR TREASURE
For your first quarter final appraisal, it is safe to integrate and weigh the concepts
youve learned and the skills youve developed in the course of the first quarter.
Again, it is timely for you to think back, reflect, and focus on the following essential points that you
enjoyed
found helpful
would like to work on further
Keep a record of all of these and add your answers to the following questions.
1. What did you find most difficult in this lesson?
2. What would you do to overcome these difficulties?
3. Write at least (3) three possible ways that you can adopt to solve them.
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I hope/
expect to
improve/
strengthen
in the next
lesson
I would like
to work
further on